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Educational and Psychological Measurement
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Testing the Dimensionality of the Piers-Harris Children's Self-Concept Scale

Jeri Benson

University of Maryland

Joan Rentsch

University of Maryland

Confirmatory factor analysis techniques were used to assess several structural models that have been reported in the literature regarding the construct validity of the Piers-Harris Children's Self-Concept Scale (CSC). Responses from 885 Black, White, and Hispanic students in grades 3 to 6 were analyzed by using the LISREL VI program. Results indicating support for a three-factor model (one content factor plus two phrasing factors) suggested that the construct validity of the CSC is a function not only of content but also of manner of phrasing. Future research on the construct validity of the CSC and applications of structural modeling techniques are discussed.

Educational and Psychological Measurement, Vol. 48, No. 3, 615-626 (1988)
DOI: 10.1177/0013164488483005
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